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cognitive psychology Flashcards

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1
Q

A01 case studies

A
  • in depth detailed investigations conducted on an individual small group or institution
  • qualitative and quantitative data can be gathered using triangulation, a range of methods such as interviews, observations
  • longitudinal, rare cases, cannot be generated experimentally
  • use secondary data like hospital notes
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2
Q

strengths of case studies (2)

A
  • ecological validity
  • rich detailed data
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3
Q

weaknesses of case studies (4)

A
  • researcher bias
  • unique case
  • pop v
  • retrospective data
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4
Q

how did HM become brain damaged

A

unilateral removal of left temporal lobe
for treatment of epileptic seizures
experimental seizures

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5
Q

what happened to HM memory

A

anterograde- couldnt form new memories, forget new faces within minutes, unable to form new long term memories
retrograde- no difficulty recalling events prior to age 16

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6
Q

types of amnesia

A

retrograde- before injury
anterograde- after injury

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7
Q

what is a pseudonym

A

name given to person instead of real name
eg HM- henry molaisian

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8
Q

independent variable

A

manipulated/changed

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9
Q

dependent variable

A

measured

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10
Q

directional hypothesis (one tailed)

A

stat sig increase/decrease

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11
Q

non directional hypothesis (two tailed)

A

stat sig difference

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12
Q

null hypothesis

A

no stat sig difference
any difference due to to chance

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13
Q

what is a lab experiment

A

highly artificial labatory setting
researcher manipulates IV
extraneous variables controlled for

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14
Q

what is a field experiement

A

natural setting
deliberate manipulation of the IV
cannot fully control extraneous variables

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15
Q

what is a natural experiment

A

manipulation of IV is naturally occuring
unable to control variables

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16
Q

what are order effects

A

occur when ppants take part in all experimental conditions
practice effects- ppants may become practiced so performance will be improved
fatigued effects- ppants become tired so performance will deteriorate

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17
Q

ways to prevent order effects (2)

A

counterbalance- 50% of ppants A then B, other 50% B then A (where A and B are conditions)
randomisation- completely equal chance of being designated to condition A or B, eg by tossing a coin

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18
Q

what is an independent groups design and eval

A

different ppants in different conditions
pos- no order effects or demand characteristics
neg- not economical and ppant variables

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19
Q

what is a repeated measures design and eval

A

same ppants in all conditions
pos- no ppant variables and economical
neg- order effects and demand characteristics

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20
Q

what is a matched pairs design and eval

A

match each ppant to a similar ppant and one in each condition
pos- no order effects or demand characteristics
neg- not economical and ppant variables

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21
Q

what is a pilot study

A

small trial version of proposed study to test effectiveness and make improvements
can identify issues early and make ammendments
test validity- eg does questionairre measure what its supposed to
test effectiveness- eg is instructions too confusing

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22
Q

what is peer review and whats the process of it

A

ensures only high quality research is available as scientific evidence
1. paper sent to journal and read by 2 anonymous viewers
2. judge research based on experimental approach, contribution of knowledge to psych and looks for mistakes
3. review descision, if no it will include improvements
4. sent back to original authors to either be published or make ammendments

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23
Q

what are the 2 assumptions of the cognitive approach

A
  1. it is useful to use the computer processing model to explain human cognition
  2. the information processing model is a useful way of describing the way humans, recieve, interpret and respond to information
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24
Q

explain the computer processing model

A

considers the way we have been “hard wired”, our biology/nature and the way we have been “programmed” our nurture/experiences
also acknowledges that UNLIKE A COMPUTER we have limited attention span, get bored, are affected by emotion and make mistakes

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25
Q

explain the information processing model

A

humans input information via senses (which represnet a keyboard or disk)
humans also fill in blanks (schemas) like computers do

26
Q

overview of the MSM

A

views memory as processing information
encoding invloved converting info we recieve from our senses into something we can represent mentally, eg if you hear something from a different language you wont remeber as yoy cannot understand it
storage is holding information for a long period of time until it is needed
retrieval is recovering stored information

27
Q

what is the sensory memory

A

information taken in via senses
unlimited capacity
0.5 second duration
any mode of storage
forgetting occurs due to decay

28
Q

what is the short term memory

A

if you were paying attention when info enetred SM it moves to STM
capacity of 7+/-2 (millers rule)
duration of 18-30 seconds
stored acoustically
forgetting occurs due to decay or displacement

29
Q

what is the long term memory

A

if information is reheared enough it can be moved to the long term memory
unlimited capacity
unlimited duration
stored semantically
forgetting occurs due to retrieval failure

30
Q

2 strengths of MSM

A
  1. supported by CHAPMAN ET AL found that when people are given a task and asked to recall aspects immediately after (within 30s) they showed a unique brain wave pattern, t/f supporting STM and LTM are seperate stores
  2. positive applications, BUTLER AND ROEDIGER found when similating a classroom environment, ppants who were given a short reserch task after each lecture had more accurate recall than those who diddnt
31
Q

aim of baddeley

A

to investigate the influence of semantic and acoustic word similarity on learning and recall on stm and ltm. this will help to show how information is encoded in stm and ltm which will test the msm.

32
Q

participants of baddeley

A

72 ppants from the applied psychological research subject panel

33
Q

baddeley experimental design

A

independent groups design

34
Q

baddeley procedure

A

each ppant groups were shown a list of 10 words, (acosutic sim, disim, semantic sim, or dissim).
6 distractor tasks, where ppants had to recall 8 digit sequences
word lists on board randomly- ppants recall order they were in x4.
15 minute numerical intereference task
suprise recall test

35
Q

baddeley findings

A

start- acc similar harder to recall than acc dissimilar- no stat sig difference for semantic
end- sem similar harder to recall than sem dissimilar- no stat sig differnce for acoistic.

36
Q

baddeley conclusion

A

stm encodes information acoustically and ltm encodes information semantically, these results support the msm

37
Q

strengths of baddeley (2)

A
  1. high internal validity, baddeley used and independent design meaning each ppant only took part in one condition, which preevents order effects which could be extraneous variables. t/f the similarity of the words caused the difference in recallation and baddeleys study has high internal validity.
  2. reliable, baddeleys participants all experienced the same interference tasks and time seeing the words and thus had a standardised procedure, t/f the findings are consistent throughout and easy to replicate so findings are reliable and generalisable.
38
Q

weaknesses of baddeley (2)

A
  1. pop v, baddeley used 72 ppants from the applied psychological research panel so his participants could have had a higher iq or better memory, t/f the findings that stm encodes acoustically and ltm encodes semantically are not representative of the wider population and cannot be generalised to all memory.
  2. eco v, baddeleys experiment took place in a highly artificial labatory setting that is unfamiliar to the participants and not an everyday setting that they would recall word lists in, t/f the words recalled are not naturally occuring memory and therefore cannot be generalised to everyday memory and recall.
39
Q

4 main bits of wmm

A

central excutive
visuospatial sketchpad
phonological loop
episodic buffer

40
Q

what is the central executive

A

decides what information is attended to, ignored and gives priority to certain information
decides what is payed attention to
integrates information from slaves sytems and draws on ltm
limited capacity

41
Q

what is the visuo spatial sketchpad

A

“inner eye”
deals with visual information- what things look like
deals with spatial information- being aware of where we are
capacity of 3-4 chunks
encoded visually

42
Q

what is the phonological loop

A

contains phonological store: inner ear, spoken information enters straight away, written words must be converted into an articulatory code before entering
contains articulatory control process: inner voice, converts written info into an articulatory code and then rehearses it like a tape loop (eg this is how we remember a phone number)
capacity 1-2 chunks, acoustically coded

43
Q

what is the episodic buffer

A

proposed by baddeley oin 2000
capacity 4 chunks
general store for visual and acoustic information
integrates info from different sources
can integrate info from ltm

44
Q

2 strengths of working memory model

A
  1. Supported by KF
    KF was in a motorcycle accident that damaged his stm however WARRINGTON AND SHALLICE found that kf’s stm forgetting of auditory letters and digits was alot worse than his forgetting of visual stimuli
    t/f this supports that there are different components of stm each capable of different modalities, thus increasing the validity of wmm
  2. Practical applications
    people will not perform their best if they try and perform multiple tasks using the same slave system at once, meyres and kieras found this to be true for jobs that require target recognition and police operations
    t/f the wmm can help to improve the efficiency of workers in target recognition or the police force, so the wmm can make society a safer and more efficient place, increasing the validity of the wmm
45
Q

2 weaknesses of wmm

A
  1. opposing evidence from lieberman
    lieberman found that blind people have excellent spatial awarness despite the fact that they have no visual information, which contradicts the visuospatial sketchpad whcih assumes that all spatial awareness was once visual
    t/f the visual spatial sketchpad is too simplistic and should be seperated into visual and spatial stores, decreasing the validity of the wmm
  2. reductionist
    the wmm says that memory contains distinctly different parts which are each responsible for a different process, this makes it easier to study memory experimentally but it underplays the connections between stores
    t/f the wmm reduces the complexity of human memory to it’s simplest form and cannot explain individual differences, reducing the validity of the wmm
46
Q

what are the 4 a01 points for tulving

A

semantic and episodic memory
time referencing
spatial referencing
retrieval

47
Q

explain semantic and episodic memory

A

semantic memory- concious ltm, understands conceptual facts. mental encyclopedia, (eg semantic memory holds info such as paris is the capital france)
episodic memory- memory of everyday events, it is autobiographical and is like a mental diary (eg episodic information holds info such as what you had for dinner)

48
Q

what is time refencing

A

episodic memory is dependent on time refencing but semantic memory is not
memory is linked to the time that things happened
eg your memory of your first day of school is linked to the time it happened whereas your memory that pink plus blue equals purple is not linked to a time

49
Q

what is spatial referncing

A

a cognitivr mindmap of your memories
semantic memory is spatially referenced- information is not grouped with information learnt at the same time, it is grouped with information about the same topic (eg facts about ww2) can be learnt at different times but are stored together

50
Q

explain retrieval in relation to episodic and semantic memory

A

episodic memories are recalled more accurately if recalled in the place they were learnt (environment AND mental state)
whereas semantic memory is not affected by the context of where it is recalled
episodic memory is more suseptible to transformation (being changed) when recalling whereas semantic memory remains unchanged when recalling it

51
Q

2 strenggths of tulving

A
  1. supported by ostergaard
    case of a 10 year old boy with brain damage following an anoxic episode, he could store information in his semantic memory but could not store new information in his episodic memory
    t/f showing that semantic memory and episodic memory are seperate stores as tulvings theory suggests, increasing the validity of the theory
  2. practical applications to society
    episodic memory is more accurately when the context of learning is the same as recall, criminal justice system can use this by interviewing the eye witness at the crime scene to aid recall and increase the accuracy of ewt
    t/f the understanding that episodic and semantic memory can improve the reliability of memory recall, helping the CJS to accurately convict criminals, making society safer, increasing the validity of this theory
52
Q

2 weaknesses of tulving

A
  1. opposing evidence from Clive Wearing
    problems with recalling and retaining episodic and semantic memories, however he could remember how to play the piano (procedural memory), this was not accounted for in tulvings theory of ltm
    t/f tulving did not account for different types of memory such as skill based memories and thus tulving cannot fully explain memory
  2. reductionist
    says that ltm contains distinctive stores which makes memory easier to study experimentally however it underplays the connections between the 2 stores
    t/f tulvings theory only looks at memories that have meaning or have personal signfificance, therefore it is a limited explanation of ltm as it is too simplistic, reducing the validity
53
Q

bartlett a01

A
  • Schemas can be useful by helping us to make shortcuts or ‘fill in the gaps’ in our knowledge. However, they can lead to faulty or distorted conclusions that lead to unhelpful behaviour. This is because they shape events to fit our pre-existing beliefs and expectations.
  • schemas have fixed features, these will be the same in all instances for example cars on the roads
  • schemas have variables featured, these can differ for example the colour of a car
    -schemas can:
    rationalise, change order of events
    level, make a story shorter
    assimilate, make something become more consistent with ppants cultural expectations
54
Q

2 strengths of bartlett

A
  1. pratcial applications society
    in understanding that recall is not always accurate, the criminal justice system should not soley base decisions on ewt and instead also gather physical evidence
    t/f bartletts theory could help to reduce the incorrect decisions made in the criminal justice system as judges will be more aware of unreliability
  2. bartlett
    bartlett made 20 college students recall ‘war of the ghosts’ randomly over a year he found that the students used levelling, assimilation and rationalisation whenn recalling the story
    t/f supporting the idea that people use schemas aid memory and that they are not always accurate, increasing the validty of the theory
55
Q

2 weaknesses pf bartlett

A
  1. supporting evidence is unscientific
    bartletts study lacked control and standardisation making his findings that schemas aid recall unreliable and his findings were qualitative which can be seen as unscientific because they can be interpretted wrong
    t/f bartletts findings lack internal validity and cannot be used to support his theory, decreasing the validity of the theory
  2. alternative theories of memory
    Tulving argues that LTM memories are not stored as schemas but are organised and stored in terms a semantic memories: mental encyclopaedia, storing words, facts, rules, meanings. Or episodic memories : concepts as an organised body of knowledge or in a mental diary, storing information about experiences or events that we encounter during our lives.
    Therefore, this reduces the credibility of Reconstructive memory when other theories can explain LTM.
56
Q

what is my contemporary study for cognitive

A

steyvers and hemmers

57
Q

steyvers and hemmers aim

A

to investigate the interaction between episodic and semantic memory and to see whether schemas for particular natural scenes aided or hindered memory of objects within these scenes

58
Q

steyvers and hemmers sample

A

random sample of 49 participants at the uni pf california

59
Q

steyvers and hemmers procedure

A

each participant saw 1 set of stimuli (containing an scene of office, urban, kitchen, hotel and dining)
participants either saw a stimulus for 2 seconds (too little to produce an episodic memory so recall would be semantic, use schema) or 10 seconds (episodic memory so no schemas needed)
the times were cointerbalanced, ie 2 10 2 2 10, there were 4 conditions, repeated measures
participants saw images in random order
participants free recalled objects from each image and reponses were normalised (eg blue chair=chair)

60
Q

steyvers and hemmers findings

A

mean recall for 2 seconds- 7.75 items
mean recall for 10 seconds- 10.05
incorrect recall of high probable items- 9%
incorrect recall of low probable items- 18%
prior to the study in another study ppants were given the same test only using semantic memory, recall 55%
in this study recall was over 80%, this was episodic and semantic memory dependent
this shows ppants can recall more when they used episodic memory, ie episodic memory enhances semantic memory

61
Q

steyvers and hemmers conclusion

A

when recalling naturalistic scenes prior knowledge from semantic memory can aid recall in episodic memory tasks

62
Q
A

psychology (6 decks)

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